scholarly journals Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

2020 ◽  
Author(s):  
Tore Bonsaksen ◽  
Trine Magne ◽  
Linda Stigen ◽  
Astrid Gramstad ◽  
Lene Åsli ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Background Information ◽  
Cross Sectional ◽  
Surface Approach ◽  
Course Experience Questionnaire ◽  
Occupational Therapy Students

Abstract Background: Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective: This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying and perceptions of the learning environment. Method: A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results: None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion: The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.

scholarly journals Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
T. Bonsaksen ◽  
T. A. Magne ◽  
L. Stigen ◽  
A. Gramstad ◽  
L. Åsli ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Background Information ◽  
Cross Sectional ◽  
Surface Approach ◽  
Course Experience Questionnaire ◽  
Occupational Therapy Students

Abstract Background Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics. Method A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.

scholarly journals Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

2020 ◽  
Author(s):  
Gry Mørk ◽  
Trine A. Magne ◽  
Tove Carstensen ◽  
Linda Stigen ◽  
Lene A. Åsli ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Learning Environment ◽  
Cross Sectional Study ◽  
Study Program ◽  
Cross Sectional ◽  
Surface Approach ◽  
Generic Skills ◽  
Approaches To Studying ◽  
Occupational Therapy Students ◽  
Environment Variables

Abstract Background: Aspects of the learning environment may be related to students` approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education.Objective: To examine associations between occupational therapy students’ perceptions of the learning environment and their approaches to studying.Method: 187 first-year occupational therapy students in Norway (response rate 61.3 %) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses.Results: Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = -0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging -0.16 - -0.42).Conclusion: By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students’ approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession; ensuring clarity of goals and standards; and maintaining an appropriate workload on students appear to be important.

scholarly journals Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

2020 ◽  
Author(s):  
Gry Mørk ◽  
Trine A. Magne ◽  
Tove Carstensen ◽  
Linda Stigen ◽  
Lene A. Åsli ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Learning Environment ◽  
Cross Sectional Study ◽  
Study Program ◽  
Cross Sectional ◽  
Surface Approach ◽  
Generic Skills ◽  
Approaches To Studying ◽  
Occupational Therapy Students ◽  
Environment Variables

Abstract Background: Aspects of the learning environment may be related to students` approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education. Objective: To examine associations between occupational therapy students’ perceptions of the learning environment and their approaches to studying.Method: 187 first-year occupational therapy students in Norway (response rate 61.3 %) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses.Results: Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = -0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging -0.16 - -0.42).Conclusion: By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students’ approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession, ensuring clarity of goals and standards, and maintaining an appropriate workload on students appear to be important.

scholarly journals CORRELATION BETWEEN OBSESSIVE COMPULSIVE SYMPTOMS & MINDFULNESS AMONG UNDERGRADUATE OCCUPATIONAL THERAPY STUDENTS (UG OT ).

2021 ◽  
pp. 1-3
Author(s):  
Rakesh. B. Shitole ◽  
Hiral Thakkar
Keyword(s):  
Occupational Therapy ◽  
Study Design ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Obsessive Compulsive ◽  
Cross Sectional ◽  
Obsessive Compulsive Symptoms ◽  
Occupational Therapy Students ◽  
Mindful Attention Awareness Scale ◽  
Therapy Result

Background- Increased responsibility and high demands of studying at medical school can also be associate with Obsessive Compulsive symptoms in general so they need to be mindful all the time to grasp knowledge and handle responsibility so that this study was to correlate and analyse mindfulness among OT UG along with their OCD symptoms. Aim-To study the correlation between obsessive compulsive symptoms & mindfulness among OT UG. Objectives - Measure the Obsessive-Compulsive symptoms & Mindfulness attention awareness among OT UG. Study Design-A cross sectional study design. Methods- Written consent from participants was taken. Paper-based version of the Obsessive Compulsive Inventory (OCI) scale and Mindful Attention Awareness Scale(MAAS) were used to assess Obsessive-Compulsive symptoms & Mindfulness among OT UG Occupational therapy students (I to IV year) from School of occupational therapy. Result – Occupational therapy UG students Conclusion– Decrease in Obsessive Compulsive symptoms is leading to increase in mindfulness.

scholarly journals Predictors of students’ participation in a learning environment survey with annual follow-ups

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253773
Author(s):  
Elaina DaLomba ◽  
Astrid Gramstad ◽  
Susanne G. Johnson ◽  
Tove Carstensen ◽  
Linda Stigen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Longitudinal Studies ◽  
Longitudinal Research ◽  
Sociodemographic Factors ◽  
Approaches To Studying ◽  
Environment Factors ◽  
Occupational Therapy Students ◽  
Over Time

Background Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students’ consistent participation in data collection conducted over three years of their professional program. Method A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students’ perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys. Results Annual response rates varied between 55.1%, and 65.6%, and consistent participation was observed among 49.2%. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p < 0.01), whereas higher surface approach scores decreased the odds of consistent participation (adjusted OR: 0.95, p < 0.05). Neither sociodemographic factors, learning environment factors nor academic performance predicted participation over time. Conclusions Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.

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